نوع مقاله : مقاله پژوهشی
نویسندگان
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The aim of the present study was to develop and validate a comprehensive metacomprehension training package and investigate its effectiveness on the executive functions of students with specific learning disorder in reading.
Methods: This study employed a pre-test/post-test design with a control group. The research was conducted during the academic year 1406-1405 on male students diagnosed with specific learning disabilities in reading in the city of Tabriz. Thirty students were selected through purposeful sampling and randomly assigned to either the control or experimental groups. Following the administration of the Executive Function Questionnaire (EFQ), the experimental group received eleven sessions of the comprehensive metacomprehension training package, while the control group received no intervention. Subsequently, both groups participated in the post-test and follow-up assessments of executive functions. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA).
Results: The findings indicated that the comprehensive metacomprehension training package had a significant positive effect on the improvement of executive functions and their components, with the exception of the emotional control component (F= 7/627, p<0.05).
Conclusion: This research suggests that incorporating metacomprehension strategies into educational and rehabilitation interventions for students with reading disirder not only helps enhance reading comprehension but also systematically strengthens their executive functions. Therefore, developing training packages based on teaching metacognitive strategies for executive control is an effective and recommended strategy for use in educational and clinical settings.
کلیدواژهها [English]
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